An Exploration of EFL Learning Strategy Use the Case of High and Low Achieving Students
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Date
2009-06
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Abstract
This study was undertaken with the objectives to see whether there were
EFL learning strategy use and preference differences between the high
and low achieving students coupled with identifying the extent of the
differences. It also aimed at exploring the relationship between
achievement and EFL learning strategy uses.
To this end, a total sample of ninety students (40 from high and 50 from
low achieving) students were selected using random sampling method. A
slightly modified Oxford's Strategy Inventory for Language Learning (SILL)
version 7.0 for ESL/ EJ<'L with 45 items and interviews were used to
collected data from the two sample groups.
The data gathered through the self-report questionnaire were then
analyzed using Statistical Package for Social Sciences (SPSS) ve rsion-15.
The average points of the ratings by the high and low achievers for each
item were first computed and discussed in comparison. The means of the
two groups for each SILL category were also further subjected to s tatistical
independent t-test to determine the significance of the differences. The
data obtained through the interviews were used for cross-checking and
discussed qualitatively. Pearson product moment correlations were also
computed to see the relationship between achievements and EFL learning
strategy uses of the two groups.
The Results generally revealed considerable differences between the high
and low achieving students in using EFL learning strategies making the
high achieving students more often users of the EFL learning strategies,
with more varieties, and more appropriately than the low achieving
students. In addition, it was found out that there was a strong relationship
between achievement and EFL learning strategy uses. The findings in
general lead to the conclusion that EFL learning strategies play a
significant role in enhancing success in learning English as a foreign
language. In addition, it can also be concluded that the frequency and type
of--EEL-1earning_strateg_ie_JLus~d siga-ificantly influence success in EFL
learning; the more frequently with yet more varieties the strategies are
used, the more successful to be in EFL learning.
Finally, it is recommended that EFL teachers should provide trainings
on developing the skills of how to learn (LLS), which are most
important to be successful in EFL learning, as part of the activities to
support the low achieving students. S yllabus designers and text
book writers are also advised to include EFL learning s trategies with
sufficient variety and appropriate frequency in the students' learning
materials so as to he lp them be successful in their EFL learning.
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An Exploration of EFL Learning Strategy Use